Talk:Suzanne Shook's Portfolio Page


Instructor comments on your project -- Jz833665 10:49, 5 March 2012 (EST)

Hi Suzanne,

Your focus on assessing student’s learning in health education through means such as posters or presentation is very interesting and practically useful for health teachers. Your needs assessment seems informative to inform your objectives and course design. A few suggestions

  • While you focus is on assessment, it is important to keep in mind that assessment is only one piece in the whole puzzle and it is connected so much to curriculum goals, pedagogical design, classroom processes, and technology use. Such new ways to assess students are most needed to support interactive, collaborative learning focusing on core ideas/principles in the curriculum, supported by new technology. In such context, student-created artifacts (poster, presentation) will serve a real purpose and meet with the authentic audience to communicate their deep thoughts that will help peers and communities (possibly beyond the classroom/school).
  • There are many rubrics available online, please find the most informative ones to include in your mini-course and provide thick principles to guide teachers understanding and adaptive use.
  • Please proceed to create the course-levele objectives.

Instructor comments on your objectives -- Jz833665 14:50, 24 March 2012 (EDT)

Hi Suzanne,

It looks that you've been working on this project productively.

As I commented earlier, this focus on using posters as an assessment tool needs to be embedded in a larger framework of think about classroom learning and teaching. As a specific suggestion, your two course-level objectives look a bit too narrow. I'd encourage you to enrich your focus by making clear the nature of pedagogy and assessment that this particular tool serves: to put this specific thing in a framing context to make its significance more visible. Analogous to talking about a brick not merely as a brick but as a building material, you may consider poster-based assessment as a type of authentic assessment that provide measurement and feedback on integrated/deep understanding of health-related issues. Following this direction, you may add an overarching objective on the top of the list re. authentic assessment of integrated/deep understanding of health-related issues, and then treat poster presentation as a specific mean.

Please refine the objectives and then work out the task analysis.

Re: Instructor comments on your objectives -- Suzanne Shook 13:36, 26 March 2012 (EDT)

Thanks Professor, I have refined the objectives but do you think they are too broad now. I plan on giving information on assessment and collaboration during the first lesson. I have three or four rubrics and a rubrics generator for the third lesson. Thank you for your input and guidance.


Re: Re: Instructor comments on your objectives -- Jz833665 11:05, 1 May 2012 (EDT)

These look good.

Instructor comments on your draft unit -- Jz833665 11:10, 1 May 2012 (EDT)

Hi Suzanne,

Your outline of units looks well designed and sequenced. Your unit 1 provides a good starter. You can further refine your design in a number of ways, including:

  1. Making the content of each unit more solid and specific: For example, you unit 1 can include a few examples to show what collaborative learning in health education may look like. You may search online to find either videos or lesson plans/examples.
  2. Improving navigation: I've helped you set up a front page for your mini-course Assessment for Collaborative Learning in Health Classrooms, with the links to the units named using specific titles. Each unit includes a hyperlinks section. Let me know if you want to rename your course/unit.

Re: Instructor comments on your draft unit -- Suzanne Shook 18:09, 1 May 2012 (EDT)

That is so much better. I was having a hard time with the navigation..I would like to rename my course. Thank you.